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Статті в журналах з теми "Success expectancy":
1
Abel, Millicent H. "Self-Esteem: Moderator or Mediator between Perceived Stress and Expectancy of Success?" Psychological Reports 79, no. 2 (October 1996): 635–41. http://dx.doi.org/10.2466/pr0.1996.79.2.635.
Анотація:
Relationships between perceived stress, self-esteem, and expectancy of success were examined, and the moderating and mediating effects of self-esteem between perceived stress and expectancy of success were explored. Participants (48 women, 27 men) completed self-rating scales measuring perceived stress, self-esteem, and expectancy of success. Negative relationships were obtained between perceived stress and self-esteem and between perceived stress and expectancy of success Self-esteem and expectancy of success were positively associated. Moderated multiple regression analysis yielded no moderating effect of self-esteem between perceived stress and expectancy of success; however, a mediating effect of self-esteem was obtained using regression techniques.
2
Brandt, Naemi D., Anne Israel, Michael Becker, and Jenny Wagner. "The joint power of personality and motivation dynamics for occupational success: Bridging two largely separated fields." European Journal of Personality 35, no. 4 (March 8, 2021): 480–509. http://dx.doi.org/10.1177/0890207021996965.
Анотація:
When establishing a career in adulthood, two major socioemotional ingredients are expected to affect people’s success: how people act (personality) and what motivates them to act this way (motivation). However, little is known about whether and how personality and motivation change together and how their possible dynamic interplay predicts success. We investigated the roles that changes in personality and expectancy beliefs played in explaining occupational success in 4121 participants assessed after high school ( Mage = 22.80, SDage = 0.70; 63% female) and about 20 years later. We used latent change models and moderated structural equation modeling to investigate correlated change and latent change interactions of personality and expectancy beliefs in predicting success. Results illustrated that besides being related in a nomological net, personality and expectancy beliefs also illustrated a strong interrelatedness in change across time. We found the clearest joint change dynamics between emotional stability, conscientiousness, self-concept, and self-efficacy. Changes in personality and expectancy beliefs were furthermore associated with objective and subjective occupational success. The results call for a more integrative view on personality-motivation dynamics across time for understanding the long-term adaptive ingredients of occupational success stories in adulthood.
3
Colomeischi, Aurora Adina. "Predictors for Wellbeing: Emotional Factors and Expectancy for Success." Procedia - Social and Behavioral Sciences 190 (May 2015): 48–53. http://dx.doi.org/10.1016/j.sbspro.2015.04.915.
4
Mearns, Jack. "Measuring self-acceptance: Expectancy for success vs. self-esteem." Journal of Clinical Psychology 45, no. 3 (May 1989): 390–97. http://dx.doi.org/10.1002/1097-4679(198905)45:3<390::aid-jclp2270450307>3.0.co;2-s.
5
Yamauchi, Hirotsugu. "An Analysis of Affect and Expectancy Evaluations in Causal Attributions." Psychological Reports 60, no. 3_part_2 (June 1987): 1115–20. http://dx.doi.org/10.1177/0033294187060003-220.1.
Анотація:
Two relationships were examined, the relationship between the achievement-related affect and causal attributions for success or failure and the relationship between the expectancy shift and causal ascriptions for success or failure. Subjects were 417 elementary school children, 459 junior high school students, and 175 college students. Two hypothetical boys or girls who received similar marks on an examination but who attributed the results to different causes (ability, effort or luck) were described in a booklet. Subjects were asked to judge which person feels more pleasant (or unpleasant) and which person should expect the same outcome on further similar exams. The method of dual scaling was applied to the paired-comparison data for each sample. Two-dimensional solutions were extracted in the positive affect with success, the expectancy of success after success and the expectancy of failure after failure. Whereas a unidimensional solution was extracted in the negative affect with failure. Developmental shifts were found for successful outcome.
6
Gigliotti, Richard J., and Susan E. Secrest. "Academic success expectancy: The interplay of gender, situation, and meaning." Research in Higher Education 29, no. 4 (December 1988): 281–97. http://dx.doi.org/10.1007/bf00992772.
7
Midkiff, Robert M., Joy Patricia Burke, Jeanne P. Hunt, and Geraldine Cain Ellison. "Role of Self-Concept of Academic Attainment in Achievement-Related Behaviors." Psychological Reports 58, no. 1 (February 1986): 151–59. http://dx.doi.org/10.2466/pr0.1986.58.1.151.
Анотація:
Researchers have reported that self-concept serves both as an antecedent and consequence of behavior. Given self-concept's role in achievement-related behavior, we sought clarification of factors influencing children's self-concepts of academic attainment. We examined proposed linkages among self-concept of academic attainment, academic achievement, expectancy for success, and performance outcome within a causal model using path analysis. Subjects were 208 eighth-grade students. Initial self-concept of academic attainment and initial expectancy for success were measured. Students then were given an academic task followed by performance feedback. We subsequently measured postperformance expectancy for success and postperformance self-concept of academic attainment. Students' postperformance self-concepts of academic attainment were influenced primarily by their initial self-concepts of academic attainment and, to a lesser extent, by their academic achievement and performance on an academic task.
8
Becker, Andrea J., and Gloria B. Solomon. "Expectancy Information and Coach Effectiveness in Intercollegiate Basketball." Sport Psychologist 19, no. 3 (September 2005): 251–66. http://dx.doi.org/10.1123/tsp.19.3.251.
Анотація:
The purpose of this study was to determine the sources of information coaches use to develop expectations for athlete ability. Results revealed that Division I head basketball coaches (n = 70) rely predominately on psychological factors when evaluating athletes (n = 186). There were no significant differences between the sources of information used by successful and less successful coaches. A significant degree of congruence was discovered between coach and athlete perceptions of the evaluation criteria used on successful teams, but not on less successful teams. Athletes’ perceptions of their coach’s evaluation criteria served to predict team success. It was determined that differences in team success are more dependent on the coach’s ability to communicate expectations than the actual criteria used to form expectations.
9
Chandler, Theodore A., David Chiarella, and Carl Auria. "Performance Expectancy, Success, Satisfaction, and Attributions as Variables in Band Challenges." Journal of Research in Music Education 35, no. 4 (1987): 249. http://dx.doi.org/10.2307/3345077.
10
Baumeister, Roy F., James C. Hamilton, and Dianne M. Tice. "Public versus private expectancy of success: Confidence booster or performance pressure?" Journal of Personality and Social Psychology 48, no. 6 (June 1985): 1447–57. http://dx.doi.org/10.1037/0022-3514.48.6.1447.
Дисертації з теми "Success expectancy":
1
Welch, Deal Molly R. "Gender differences in expectancy of academic success in mathematics." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003welchdealm.pdf.
2
Whittington, Kelli D. "UTILIZING VROOM'S EXPECTANCY THEORY AS A PREDICTOR OF STUDENT ACADEMIC SUCCESS ON THE ILLINOIS NURSE ASSISTANT COMPETENCY EXAMINATION." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/929.
Анотація:
AN ABSTRACT OF THE DISSERTATION OF Kelli D. Whittington, for the Doctor of Philosophy degree in Work Force Education, presented on June 23, 2014, at Southern Illinois University Carbondale. TITLE: UTILIZING THE EXPECTANCY THEORY AS A PREDICTOR OF STUDENT ACADEMIC SUCCESS ON THE ILLINOIS NURSE ASSISTANT COMPETENCY EXAMINATION MAJOR PROFESSOR: Dr. C. Keith Waugh This study researches the relationship between motivation and academic success as measured by the Valence, Instrumentality, Expectancy Scale. Utilizing Vroom's Expectancy Theory as the framework for study, the research assessed the responses of 375 nurse assistant students in the state of Illinois to evaluate the self-report of the constructs of Vroom's Expectancy Theory in relation to their performance on the Illinois Nurse Assistant Training Competency Examination.
3
Halper, Leah R. "Female Success in STEM: How Self-Efficacy Drives Effort." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1492793596402415.
4
Amarir, Amine. "Pre-assessment of the Impact of Design Challenge Fabrication Modality on Engineering Self-Efficacy." Thesis, Virginia Tech, 2021. http://hdl.handle.net/10919/103906.
Анотація:
The introduction of project-based learning into university engineering programs has been shown to positively benefit students that prefer a hands-on experience and give future employers assurance that recent graduates have the tools to handle real-world problems as opposed to theoretical situations. Enhancing the engineering self-efficacy of students, recent graduates and seasoned engineers is made possible through the solution of complex, open-ended problems typically found in engineering design. A high engineering self-efficacy, in turn, positively reflects a person's perception of their complex problem-solving capacity which is critical throughout the design process. The decision to either work virtually with a team or onsite with group members nearby may also further influence self-efficacy and, ultimately, the designer's success. This raises the question explored in this study: Will a design challenge impact engineering self-efficacy equally for online and in-person participants? Two groups engaged in a design challenge to develop a mechanism meant for drone applications, where one group designed and tested their solution in-person, while the other group sent design plans to a third-party for fabrication and testing. Participants filled out a prototype engineering self-efficacy scale before and after the challenge, revealing a significant difference between these two modalities. The small sample size is noted as the cause for inaccuracies and surprising findings. Guidelines for methodology implementation in a larger scale study are included.Master of Science
In project-based learning courses, students work in groups to make a prototype or other solution to a stated problem, which are helpful for building student confidence in problem-solving, critical thinking and, especially, engineering skills. This confidence translates to believing that carrying out a specific task will lead to success with little-to-no feelings of fear or failure. This generally describes "self-efficacy," and it can apply to any profession. Traditionally, hands-on projects are done in person, where an exchange of ideas is clear and any problems can be handled immediately. However, with schools closed due to the COVID-19 pandemic, these courses had to shift online, leading some to believe that students would not receive the same level and quality of engineering education. Online learning has been around for over 30 years and studies show that students learn just as much, if not more and better, online than sitting in a classroom. Can the same be said for taking part in an engineering project over the internet? Two groups designed a prototype drone attachment, where members of one group worked side-by-side to build and test their solution, while members of the other group worked online and sent files and assembly instructions to a third party. Each participant also filled out a questionnaire before and after the challenge to track their engineering self-efficacy. The limited data led to the conclusion that there is a noticeable difference between the two project completion methods, most likely caused by a low number of participants. The lessons learned from this study were used to create guidelines for a larger-scale study.
5
Derrington, Kathryn. "Comparative analysis of perceptions of metacognitive processes in traditional school leavers and mature age entry students in their first year of university education." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16443/.
Анотація:
Within the educational psychology literature there is an abundance of research in the field of metacognition. The concentration of this research however has been in primary and secondary school contexts with little attention given to tertiary students' understanding or use of metacognition; there has been even less attention to whether age is a factor in tertiary students' perceptions of their metacognitive processes. The primary purpose of this study was to explore the perceptions of two distinct groups of first year university students, towards their understanding and usage of metacognitive processes and strategies. The two groups defined were traditional school leavers and mature age students. The findings from the exploration of these perceptions were compared to ascertain the similarities and differences in metacognitive processes between the two cohorts. The data collected for this study were obtained through a process of individual face-to-face in- depth interviews. The choice of this methodology was deliberate in order to gather rich data about the students' perceptions and experiences rather than attempt to measure their levels of metacognition against some predetermined standard. Data were collected and analyzed on the two constructs of metacognition which were identified in the literature search. These were metacognitive knowledge and metacognitive control. A range of affective variables such as self efficacy, motivation and expectancy of success, which impact on students' metacognitive abilities and processes, were also considered in the data collection and analysis. The findings indicated that age was a factor in determining some differences and similarities in students' perceptions of their own and others metacognitive processes. In certain cases the traditional school leavers' recency of experience with formal study was deemed an advantage; in others the life experience of the mature age students was perceived an advantage. In some instances the age of the student had no discernable impact on their understanding of, and ability to, utilize metacognitive strategies. These findings assist to broaden the understanding of student perceptions of metacognition in the tertiary context. The findings also make it imperative that tertiary institutions make fewer assumptions about the skills and abilities of their commencing students based on the criterion of age and offer more opportunities to assist students to understand the value of developing and improving their metacognitive processes.
6
"High and low-achieving students' dispositional expectancy for success on an academic task, and causal attributions mediating differential sensitivity to success and failure and generalization to another academic domain." Tulane University, 1989.
Анотація:
Fifth and Sixth grade males were identified as High Achievers (n = 37) or Low Achievers (n = 34) based upon school test scores and grades. Students from both achievement levels were given either five solvable (success treatment) or five unsolvable (failure treatment) number or word problems. Initial expectancy was measured by students' estimate of the number of treatment problems they would correctly answer and by the persistence time of students who received unsolvable problems. Causal attributions were assessed by: (1) asking students to rate the similarity of the contrived success or failure to their typical performance in the same and the other academic subject area (domain), and to the perceived performance of classmates and (2) by asking students to attribute their performance to ability, effort, task difficulty, or luck. Expectancy measures were obtained for additional tasks in the same and other domains and solvable (test) number and word task were administered. No differences due to achievement level were found for initial expectancy or persistence measures. For both High and Low Achievers, expectancy for same domain tasks increased following success and decreased after failure. Generalization of treatment based expectancy to other domain tasks was found only for High Achievers. High Achievers rated success as more stable than failure and Low Achievers rated success as due more to external factors than failure. High Achievers also rated overall outcomes as more global than did Low Achievers, and students of both achievement levels rated success as more global than failure. Attributional choices did not correlate significantly with attributional ratings, and were not found to vary as a function of achievement level or treatment condition. Although the hypothesized difference in dispositional expectancy as a function of achievement level was not found, a predicted differential sensitivity to success and failure was shown. High Achievers perceived failure as arising from temporary, limited factors and success as due to lasting, comprehensive factors. Low Achievers viewed their overall performance as relatively situation-specific, with success resulting more from external factors and failure from relatively internal factors. Implications of these findings for educational remediation efforts with low achieving students were discussedacase@tulane.edu
7
Lee, Min-Hua, and 李旻樺. "The relationships among self-efficacy, expectancy for success, academic task value, and academic motivational regulation strategies of senior high school studenys." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/33840756158613687040.
Анотація:
碩士國立彰化師範大學
輔導與諮商系
90
The purposes of this study were to investigate the motivational beliefs and academic motivational regulation strategies of senior high school students, and to explore the relationships among self-efficacy, expectancy for success, academic task value, and academic motivational regulation strategies. 1,000 senior high school students in central Taiwan were selected randomly to participate in the study. All the participates completed the Academic Motivational Regulation Strategy Scale, the Self-Efficacy Scale, the Expectancy for Success Scale, and the Academic Task Value Scale. The data was analyzed by applying descriptive statistics, ANOVA, t-test, MANOVA, Pearson’s product-moment correlation, canonical correlation, and multiple-stepwise regression. The conclusions of the study were summarized as follows: 1.Senior high school students would make use of the five motivational regulation strategies to maintain their persistence at academic tasks. 2.Senior high school students have medium-high self- efficacy, expectancy for success, and academic task value. 3.Grade differences were found in students’ self-efficacy, expectancy for success, and academic task value. 4.The senior high school students of the third grade would use more academic motivational regulation strategies among three grades in the study. 5.Female students were more likely to report that they would increase their level of motivation by relying on “mastery goal and intrinsic interest promotion” and “environment and resource management”. 6.Gender difference in self-efficacy indicated that male students have higher self-efficacy than female students. 7.Correlations among students’ self-efficacy, expectancy for success, and academic task value were found significant. 8.The students who had higher self-efficacy, expectancy for success, and academic task value tend to use “aggressive” motivational regulation strategies. 9.The lower self-efficacy the senior high school student was, the more “conservative” self-control regulation strategies was used. 10.Academic task value was found the best predictor for students’ motivational beliefs. Based on the above results, discussions and implications were provided for practice and future research.
8
Lai, Su-Lin, and 賴素玲. "A Study on the Competitions between Different Levels of the Male Tennis Players’ Attribution of Success & Failure and Achievement Expectancy." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/hx9vd4.
Анотація:
碩士國立體育學院
教練研究所
90
This study was based on the attribution theory of Wiener (1972). The aims were: (1) to understand the percentage of winning/losing or success/failure of competitions between different levels of tennis players; (2) to understand the attributed factors of winning/success and achievement expectancy between the levels of tennis players; and (3) to understand the attributed factors of losing/failure and achievement expectancy between the levels of the players. The subjects were 18 male tennis players (6 main-draw players and 12 qualified players) studying at National College of Physical Education and Sports. The players who participated in this study completed the questionnaires in relation to the attribution of success & failure and achievement expectancy. As a consequence, the results showed as follows: (1) Most of the two levels of the main-draw and the qualified players attributed winning to success (86.84%) and losing to failure (94.75%). (2) In terms of winning/success, when the main-draw players played against either the main-draw players or the qualified players, the results appeared to attribute to the factors of “effort” and “ability”. When the main-draw players played against the main-draw players, the percentage of the achievement expectancy “winning” appeared to be the highest, the “uncertainty” appeared to be lower and the “losing” appeared to be the lowest. When the main-draw players played against the qualified players, the percentage of the achievement expectancy “winning” appeared to be the highest, the “uncertainty” appeared to be lower and the “losing” did not appear. When the qualified players played against the main-draw players, the results appeared to attribute to the factors of “other” (i.e. excellent performance and strong will) and “luck”. In this circumstance, the percentage of the achievement expectancy “uncertainty” appeared to be the highest, the “losing” appeared to be lower and the “winning” did not appear. When the qualified players played against the qualified players, the results appeared to attribute to the factor of “effort” whereby the percentage of the achievement expectancy “winning” appeared to be the highest, the “uncertainty” appeared to be lower and the “losing” appeared to be the lowest. (3) In terms of winning/success, based upon Wiener’s (1972) attribution theory, higher explaining percentage of the attributed factors (above 70%) was found in the circumstance of main-draw players playing against either the main-draw players or the qualified players. (4) In terms of losing/failure, when the main-draw players played against either the main-draw players or the qualified players, the results appeared to attribute to the factor of “other” (i.e. health not in good condition). When the main-draw players played against the main-draw players, the percentage of the achievement expectancy “uncertainty” appeared to be the highest, the “winning” appeared to be lower and the “losing” appeared to be the lowest. When the main-draw players played against the qualified players, the percentage of the achievement expectancy “winning” appeared to be the highest, the “uncertainty” appeared to be lower and the “losing” appeared to be the lowest. When the qualified players played against either the main-draw players or the qualified players, the results appeared to attribute to the factor of “ability”. When the qualified players played against the main-draw players, the percentage of the achievement expectancy “losing” appeared to be the highest, the uncertainty” appeared to be lower and the “winning” did not appear. When the qualified players played against the qualified players, the percentage of the achievement expectancy “uncertainty” appeared to be the highest, the “losing” appeared to be lower and the “winning” appeared to be the lowest. (5) In terms of losing/failure, based upon Wiener’s (1972) attribution theory, much higher explaining percentage of the attributed factors (above 70%) was found in the circumstance of qualified players playing against either the main-draw players or the qualified players.
9
Castanheira, Bruna Monteiro. "What do managers think about the potential of success of CrM campaigns? : managers’ perspective regarding cause-related marketing." Master's thesis, 2019. http://hdl.handle.net/10400.14/30438.
Анотація:
This research emerged with the intent to analyze Cause-related Marketing from the perspective of companies. The main purpose was to collect, gather and to interpret information regarding this subject, trying to achieve a better understanding about what managers think about CrM: analyzing the level of acceptance and usage of this marketing tool, based on the model UTAUT, used to interpret the collected data.
As research method the main adopted method was in-depth interviews, but a brief questionnaire was also provided to the interviewees in order to receive additional information. Even though CrM was well evaluated by the participants and is well positioned in terms of acceptance and usage, based on the four factors analyzed: performance and effort expectancy, social influence and facilitating conditions, this study lead to conclusion that managers see the benefit of company partaken in initiatives as such but not necessarily Cause-related Marketing. Interviewees express excitement towards CrM, but even more for the idea of companies really caring and taking their interest, time and funds to help consumers social concerns, not necessarily in the way of a partnership with a cause but as a way of being of the firm.Esta pesquisa surgiu com o propósito de analisar o Marketing relacionado com Causas sob a perspetiva das empresas. O objetivo principal foi recolher, reunir e interpretar informações sobre este tópico. Tendo em vista alcançar um melhor entendimento sobre o que os gestores pensam sobre CrM: analisando o nível de aceitação e uso dessa ferramenta de marketing, tendo por base o modelo UTAUT - utilizado para interpretar os dados coletados. Como método de pesquisa, o principal método adotado foram as entrevistas em profundidade, porém um breve questionário também foi fornecido aos entrevistados, a coletar informações adicionais. Apesar de, de forma geral, esta ferramenta de marketing, estar bem avaliada pelos participantes e encontrar-se bem posicionada em termos de aceitação e uso, com base nos quatro fatores analisados: expectativa de desempenho, expectativa de esforço, influência social e condições facilitadoras, este estudo levou à conclusão de que os gestores vêm o benefício da empresa participar em iniciativas deste género, mas não necessária e exclusivamente desta forma concreta. Os entrevistados expressam entusiasmo com este tipo de marketing, mas mais ainda pela ideia de empresas serem verdadeiramente preocupadas e que dedicarem interesse, tempo e recursos para ajudar com assuntos que representam as preocupações sociais dos consumidores, não necessariamente na forma de uma parceria com uma causa, mas como um modo de ser da empresa.
10
Yeh, Wen-nan, and 葉文男. "The Research on Investigating the Relationship between Vocational Self-concept and Expectancy for Success on Students of Japanese Department — Taking the Four Counties and Cities of Central Taiwan as Examples." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/76331913389907796875.
Анотація:
碩士明道管理學院
教學藝術研究所
93
The purpose of this study was to investigate the relationship between vocational self-concept and expectancy for success on students of Japanese department. The research finding is expected be used for suggestion of school administration, teacher instructions, and students’ counseling for their future career plans. The survey research method was adopted in this research, and the main research tool is the questionnaires of vocational self-concept and expectancy for success. Survey data from 737 students were collected. All data was distributed by means of frequency and percentage. Means and standard error was used to study vocational self-concept and expectancy for success of the students. One-way ANOVA (analysis of variance), t-test and Pearson’s product-moment correlation were used to test the null hypothesis in this study. The brief results are as followings: 1. The most students of Japanese department in institutes of technology choose to continue school studies after graduating. 2. Gender, the type of university or institute, grades and choice after graduating don’t affect the students’ vocational self-concept. 3. Gender, the type of university or institute, grades and choice after graduating don’t affect the students’ success of expectancy. 4. The 5-years junior college students of national institutes of technology have higher success of expectancy than those of private institutes of technology. 5. There is significant positive correlation between vocational self-concept and expectancy for success of students of Japanese department.
Книги з теми "Success expectancy":
1
Stewart, Frances, Gustav Ranis, and Emma Samman. Advancing Human Development. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198794455.001.0001.
Анотація:
The book provides a comprehensive account of the human development (HD) approach to development. It shows how it emerged as a consequence of defects in earlier strategies, especially growth maximization. The book investigates the determinants of success and failure in HD across developing countries over the past forty years. Cross-country investigations show broad determinants of success and failure, while country studies give detailed examples of the policies and politics of HD. HD is multidimensional, and the book points to the importance of social institutions and social capabilities as essential aspects which are often overlooked. Yet the widely cited Human Development Index does not measure these aspects nor many of the other important dimensions of HD. The book analyses political conditions which are critical factors underlying performance on HD. The final chapter surveys global progress on multiple dimensions over a forty-year period and shows that there has been marked and pervasive improvement in many of them, including basic HD—life expectancy and infant mortality, education and incomes—as well as political freedoms. But there has been deterioration on some dimensions—with rising inequality in many countries and worsening environmental conditions. The book concludes with challenges to the approach—in particular insufficient attention has been paid to the macroeconomic conditions and economic structure needed for sustained success; and social institutions and political conditions have also been neglected. But the biggest neglect is the environment—with worsening global environmental conditions potentially threatening future achievements on HD.
2
Kugler, Tadeusz, and Jacek Kugler. Political Demography. Oxford University Press, 2018. http://dx.doi.org/10.1093/acrefore/9780190846626.013.412.
Анотація:
Political demography is a disciplinary field devoted to the study of population size, composition, and distribution in relation to both government and politics. The focus is on the political consequences of population change, especially the effects of population change on the demands made upon governments, on the performance of governments, on the distribution of political power within states, and on the distribution of national power among states. Political demography is concerned not only with the facts and figures of population—that is, fertility, mortality, and migration rates—but also with the knowledge and attitudes that people and their governments have toward population issues. Unfortunately, these issues have not generated adequate interest among both demographers and political scientists, not to mention economists and researchers in general. This is because political demography lies uncomfortably at the boundary between demography and political science. Political demography deserves serious and thoughtful scholarly attention because many, if not most, of the central policy concerns can be approached directly from the population perspective, including the key dimensions of population dynamics such as politics of size, fertility rates, life expectancy and the outcomes of success, race, war, migration and migration impact on the size and structure of populations, and population density. These core population characteristics can be related to many other attributes ranging from urbanization and mortality to gender, religion, education, productivity, health, and conflict. These characteristics are, in turn, essential for the analysis of themes like elections, social security, economic convergence, political development, and environmental degradation.
3
Ordoñez, Alex, Emanuele Lo Menzo, Samuel Szomstein, and Raul J. Rosenthal. Management of Laparoscopic Sleeve Gastrectomy. Edited by Tomasz Rogula, Philip Schauer, and Tammy Fouse. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190608347.003.0031.
Анотація:
The increased popularity of laparoscopic sleeve gastrectomy (LSG) can be attributed to its technical simplicity, coupled with its good results. Strictures after LSG are reported with a low incidence. The reasons for strictures are mostly mechanical and are related to the size of the bougie utilized, the proximity of the stapler to the bougie, and twisting of the stapler along the longitudinal axis. Mild cases of strictures immediately postoperatively are typically the result of temporary edema and can be managed expectantly. Strictures that do not resolve quickly with time or that present later on will likely need endoscopic intervention or even reoperation. Among the surgical interventions, sleeve seromyotomy has been reported to have success; however, in refractory cases, the conversion to Roux-en-Y gastric bypass is necessary.
Частини книг з теми "Success expectancy":
1
Hutton, Jane L. "Life Expectancy with Cerebral Palsy and Other Neurological Injuries." In UK Success Stories in Industrial Mathematics, 237–41. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25454-8_30.
2
Olaleye, Sunday Adewale, Ismaila Temitayo Sanusi, and Dandison C. Ukpabi. "Assessment of Mobile Money Enablers in Nigeria." In Mobile Technologies and Socio-Economic Development in Emerging Nations, 129–55. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4029-8.ch007.
Анотація:
This chapter describes how mobile money is an emerging and innovative financial service delivery mechanism. With huge success, recorded mostly in the developing economies, it is scholarly unclear the antecedents of its adoption. Using a survey of 151 respondents comprising both the banked and underbanked in the South-Western part of Nigeria, the authors used the PLS-SEM to test the research hypothesis. The results reveal the enablers of mobile money, which are social influence, performance expectancy, security and effort expectancy, and inhibitors such as system anxiety and cost. Privacy, trust, image and convenience were not found significant in this study. Social influence, performance expectancy and effort expectancy variables adapted from the UTAUT model have considerable influence on mobile money in Nigeria. Study implications and future directions are offered.
3
Gercek, Adnan, Tolga Demirbas, Filiz Giray, Ayse Oguzlar, and Mehmet Yuce. "The Factors Influencing Taxpayers' Acceptance of E-Taxation System." In Handbook of Research on Strategic Developments and Regulatory Practice in Global Finance, 105–21. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-7288-8.ch008.
Анотація:
E-taxation is one of the most popular e-government services. Most countries are focused on implementing an e-taxation system. The success of an e-taxation system depends on the taxpayers' acceptance of it. The taxpayers' intention to use an e-taxation system is determined by various factors. This chapter, based on empirical data collected from a survey of 505 respondents in Turkey, seeks to identify the factors that influence the taxpayers' acceptance of e-taxation system. It test various constructs of the UTAUT model – performance expectancy, trust perception, perceived risk, effort expectancy and facilitating conditions – on Turkish taxpayers' intention to use the e-taxation system. Structural equation modeling is used to analyze the effects of these variables on intention to use. The results indicate that performance expectancy and perceived risk have a significant impact on behavioral intention and that effort expectancy and facilitating conditions have a significant impact on intention to use.
4
Oyserman, Daphna. "A Focus on Educucation." In Pathways to Success Through Identity-Based Motivation. Oxford University Press, 2015. http://dx.doi.org/10.1093/oso/9780195341461.003.0005.
Анотація:
American students aspireto getgood grades and succeed in college (Rosenbaum, Deil-Amen, & Person 2006; Trusty, 2000). This is true across the socioeconomic spectrum (for a review, see Oyserman, 2013). American parents share these goals. They have high educational aspirations and expectations for their children even if their own educational and economic attainments are low (Entwisle et al., 2005; Kim, Sherraden, & Clancy, 2012; Madeira, 2009). Parental. In this paper I do not distinguish between aspirations and expectations. This is in contrast to other researchers who find it useful to make that distinction, with an aspiration involving hopes and dreams (e.g., “if you could be anything at all, what would you most hope and want to be?”) and an expectation involving subjective estimation of what is actually possible (e.g., “if you had to bet money on it, what will you be?”). Logically, the two are different. Hopes will be higher than expectations, since expectations imply that one could really do it and hopes imply only that one would want it to transpire. Researchers also assume that expectations are more likely to be linked to behavior than hopes, in part because expectations involve predictions of one’s own competence. An expectation is something one believes one has the skills and competence to attain; in that sense it is akin to how the term efficacy, or self-efficacy, is used. In education, expectancy-value theories (e.g., Wigfield & Eccles, 2000) predict that people will take action to attain valued school outcomes if they expect that they have the skills to attain these outcomes. Because aspirations are not defined as being linked to skills, within a value-expectancy framework, they are less central. Although all of these arguments are compelling, as I outline next, the parents and children who respond to surveys and are of interest to us here do not seem to be following this logic. The way that data on aspirations and expectations are collected in survey research is typically to ask children and their parents, first, how far they would ideally like to go in school and, second, how far they realistically expect to go in school.
5
Tarhini, Ali, Ali Abdallah Alalwan, Nabeel Al-Qirim, Raed Algharabat, and Ra'ed Masa'deh. "An Analysis of the Factors Influencing the Adoption of Online Shopping." In Research Anthology on E-Commerce Adoption, Models, and Applications for Modern Business, 363–84. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8957-1.ch019.
Анотація:
This article aims to identify the main influencing factors that may influence the adoption of online shopping in the UK by integrating Unified Theory of Acceptance and Use of Technology2 (UTAUT2) and DeLone-McLean model of IS Success with trust (TR), product variety (PRDV) and product guarantee. Data was collected from 388 British online shopping consumers using a structured self-administrated questionnaire. Structural equation modeling (SEM) showed that behavioural intention (BI) was influenced by performance expectancy (PE), convenience (CON), service quality (SerQ), trust (TR), product guarantee (PG), product guarantee (PRDV) and compatibility (COMP), in their order of influencing strength and all together accounted for 70.4% of the variance in BI. Contrary to the authors' expectations, effort expectancy (EE) and social influence (SI) did not have an influence on BI. The implications of this article to both theory and practice is discussed at the end.
6
Koopman, Gerwin, and Ronald Batenburg. "Early User Involvement and Participation in Employee Self-Service Application Deployment." In Handbook of Research on E-Transformation and Human Resources Management Technologies, 56–77. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-304-3.ch004.
Анотація:
This chapter theoretically and empirically addresses the notion that user participation and involvement is one of the important factors for IS success. Different models and studies are reviewed to define and classify types of early end-user involvement and participation. Next, five case studies are presented of Dutch governmental organizations (Ministries) that have recently deployed an employee self-service application. Based on interviews with developers, project managers and users it can be showed that the deployment success of such systems is positively related to the extent of early user involvement and participation. In addition, it was found that expectancy management is important to keep users informed about certain deployment decisions. In this way, employees can truly use the self-service applications without much support from the HR-departments.
7
Koopman, Gerwin, and Ronald Batenburg. "Early User Involvement and Participation in Employee Self-Service Application Deployment." In Enterprise Information Systems, 1349–69. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61692-852-0.ch512.
Анотація:
This chapter theoretically and empirically addresses the notion that user participation and involvement is one of the important factors for IS success. Different models and studies are reviewed to define and classify types of early end-user involvement and participation. Next, five case studies are presented of Dutch governmental organizations (Ministries) that have recently deployed an employee self-service application. Based on interviews with developers, project managers and users it can be showed that the deployment success of such systems is positively related to the extent of early user involvement and participation. In addition, it was found that expectancy management is important to keep users informed about certain deployment decisions. In this way, employees can truly use the self-service applications without much support from the HR-departments.
8
Koopman, Gerwin, and Ronald Batenburg. "Early User Involvement and Participation in Employee Self-Service Application Deployment." In Electronic Services, 1347–67. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-967-5.ch083.
Анотація:
This chapter theoretically and empirically addresses the notion that user participation and involvement is one of the important factors for IS success. Different models and studies are reviewed to define and classify types of early end-user involvement and participation. Next, five case studies are presented of Dutch governmental organizations (Ministries) that have recently deployed an employee self-service application. Based on interviews with developers, project managers and users it can be showed that the deployment success of such systems is positively related to the extent of early user involvement and participation. In addition, it was found that expectancy management is important to keep users informed about certain deployment decisions. In this way, employees can truly use the self-service applications without much support from the HR-departments.
9
Makewa, Lazarus Ndiku, and Baraka Manjale Ngussa. "Curriculum Implementation and Teacher Motivation." In Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies, 244–58. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8162-0.ch013.
Анотація:
While teachers can play role toward success or failure of curriculum implementation, this chapter discusses teacher motivation and curriculum implementation. It particularly attempts to indicate many areas which teachers can be motivated to get involved in effective curriculum implementation. Various theories of motivation are consulted to come up with authoritative document on how teachers can be motivated to play their role in a meaningful sense. These include two-factor theory, self-determination theory, person-object theory, expectancy theory, equity theory, and job enrichment theory. Extensive literature throws light on the theme in a deeper sense and reviewed studies guide us to come up with a discussion that is theoretical in nature. This chapter concludes that although not clearly stated, teacher motivation remains a major component in curriculum implementation.
10
Gobel, Peter, and Makimi Kano. "The Complexities of Digital Storytelling." In Advances in Business Information Systems and Analytics, 343–60. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2492-2.ch016.
Анотація:
This chapter describes a pair of studies investigating factors involved in task-based learning using digital storytelling. In Study 1, the stories were analyzed using the factors of topic, time, medium, and reported technological proficiency. Student attitudes towards the tasks were gauged using a questionnaire that measured perceived task cost and value, engagement with the task, and expectancy for success on future tasks. In Study 2, three mid-task planning conditions were introduced and a questionnaire was administered to see student attitudes towards various modes of mid-task planning. The results of Study 1 suggest that digital storytelling can be incorporated into EFL classes to reduce foreign language anxiety, to provide greater opportunities to use English, and to foster ICT skills. The results of Study 2 suggest that students favor a teacher-led planning condition, and that this planning condition had a positive effect on student attitudes towards the project (value and cost).
Тези доповідей конференцій з теми "Success expectancy":
1
Nilsen, Hallgeir. "Influence on Student Academic Behaviour through Motivation Self-Efficacy and Value-Expectation: An Action Research Project to Improve Learning." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3356.
Анотація:
Pedagogic research has found that motivation, self-efficacy and value-expectancy are the most influencing factors on student academic behaviour (Bandura, 1997; Linnenbrink & Pintrich, 2002), which again are heavily influenced by how students experience success, confidence and well-being, lecturers motivation and enthusiasm, and how theory and practice is tied together. Universities will increase, maintain, or decrease motivation, self-efficacy, and value-expectancy. The author believes that in order to increase student learning universities need more focus on and more use of pedagogical knowledge, to even more positively influence student academic behaviour. Through implemented actions and interviews of bachelor students in IT and information systems, valuable information is collected on what influences motivation, self-efficacy, and value-expectations. The good news is that by simple means we can more likely have students that experience success, are confident and well-being, and who see the value in what they work on, which in turn will influence academic behaviour and academic success.
2
Simos, Nicholas, Harold Kirk, Hans Ludewig, Peter Thieberger, W. T. Weng, Kirk McDonald, and K. Yoshimura. "Material Studies for Pulsed High-Intensity Proton Beam Targets." In 12th International Conference on Nuclear Engineering. ASMEDC, 2004. http://dx.doi.org/10.1115/icone12-49441.
Анотація:
Intense beams for muon colliders and neutrino facilities require high-performance target stations of 1–4 MW proton beams. The physics requirements for such a system push the envelope of our current knowledge as to how materials behave under high-power beams for both short and long exposure. The success of an adopted scheme that generates, captures and guides secondary particles depends on the useful life expectancy of this critical system. To address the key technical challenges around the target of these initiatives, a set of experimental studies have either been initiated or being planned that include (a) the response and survivability of target materials intercepting intense, energetic protons, (b) the integrity of beam windows for target enclosures, (c) the effects of irradiation on the long-term integrity of candidate target and focusing element materials, and (d) the performance of the integrated system and the assessment of its useful life. This paper presents an overview of what has been achieved during the various phases of the experimental effort including a tentative plan to continue the effort by expanding the material matrix. The paper also attempts to interpret what the experimental results are revealing and seeks for ways to extrapolate to the required intensities and anticipated levels of irradiation and it discusses the feasibility of the proposed approaches to achieving such high-performance systems. Further it explores the connection of accelerator target systems with reactor systems in order to utilize experience data that the nuclear reactor sector has acquired over the years.
Звіти організацій з теми "Success expectancy":
1
Barnowe-Meyer, Marilyn. Success expectancy in depressives. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3056.